I left some of the old documents just in case you had done any work on them.
To Do List:
-Go back through and translate any English and add any accent marks.
-Complete Lesson Plan
-Review entire presentation for time limit. Decide if we should add more or less.
I will take care of M&Ms. I think we should separate the M & Ms in ziplocks so we don't get more than 10 of any one color. Also make all the blue and yellow ones the same so the first example will match.
__
Thanks for organizing the wiki! I'll work on the powerpoint before we meet this week....then it'll be easier to know what exactly to put on a vocabulary cheat sheet or graphic organizer. I think for the vocab, it may be simpler to just make a big poster to display rather than run off a bunch of copies that we'd have to hand out, but let's see how it goes.
I'm thinking the cheat sheet would include:
-numbers....not sure what else right now
-Rebecca
Rebecca, The below information sounds great! Would you like for me to start working on the power point for you to translate? Or I could make a vocabulary cheat sheet or graphic organizer for them to fill in as we go through the lesson.
-Megan
So I think we're supposed to use this to talk about our model lessons. I wanted to go ahead and make sure we're all on the same page. Megan and I are doing an Elementary Math Comparisons lesson (around 3rd grade level). I'm planning to do the lesson in Spanish, and later we'll pre-plan how you all can participate, so I'm not the only one speaking ;) (though, I realize I'll probably need to do the majority fo the "content speaking")
1) We'll have posted some key words in Spanish/English to facilitate everyone in the class being about to speak, such as:
-- #s,
--mayor que (greater than), menor que (less than), igual a (equal to), etc.
--Rules for reading comparisons (in English and Spanish?)
2) Our "Objetivo" is to "Comparar numeros usando simbolos y palabras con M y M's."....or something like that. I'll probably read it, have everyone repeat it, and hold up or point to things to facilitate understand the objective.
4) We'll do some practice together using our alligator pictures to show using SYMBOLS. For example, 5 > 3.
5) Then, we'll replace the symbol with the words to show the symbol has meaning.
6) We'll practice writing a sentence with it.
7) Maybe we should go ahead and do a reverse problem, like 3 < 5 to emphasize reading the left number first?
8) Then, we could do some more problems together where we post numbers on the screen/board, and the students use pipe cleaners to show show symbol to use....and then we say together the comparison as a sentence.
9) Then, we could give out sentence strips with numbers and comparison words and the students could work in pairs to put the sentences in logical order....then they could copy the sentences on paper to practice writing them.
10) Lastly, as an informal assessment, the students will use M and Ms to compare numbers of different colored M and M's (between pairs/in different group formations).
11) Megan and I'd like to include some kind of rap or poem to help the students remember the info, too.
Math Lesson Discussion
Revisions 7/13/10
I left some of the old documents just in case you had done any work on them.
To Do List:
-Go back through and translate any English and add any accent marks.
-Complete Lesson Plan
-Review entire presentation for time limit. Decide if we should add more or less.
I will take care of M&Ms. I think we should separate the M & Ms in ziplocks so we don't get more than 10 of any one color. Also make all the blue and yellow ones the same so the first example will match.
__
Hey Megan,
Thanks for organizing the wiki! I'll work on the powerpoint before we meet this week....then it'll be easier to know what exactly to put on a vocabulary cheat sheet or graphic organizer. I think for the vocab, it may be simpler to just make a big poster to display rather than run off a bunch of copies that we'd have to hand out, but let's see how it goes.
I'm thinking the cheat sheet would include:
-numbers....not sure what else right now
-Rebecca
Rebecca, The below information sounds great! Would you like for me to start working on the power point for you to translate? Or I could make a vocabulary cheat sheet or graphic organizer for them to fill in as we go through the lesson.
-Megan
So I think we're supposed to use this to talk about our model lessons. I wanted to go ahead and make sure we're all on the same page. Megan and I are doing an Elementary Math Comparisons lesson (around 3rd grade level). I'm planning to do the lesson in Spanish, and later we'll pre-plan how you all can participate, so I'm not the only one speaking ;) (though, I realize I'll probably need to do the majority fo the "content speaking")
1) We'll have posted some key words in Spanish/English to facilitate everyone in the class being about to speak, such as:
-- #s,
--mayor que (greater than), menor que (less than), igual a (equal to), etc.
--Rules for reading comparisons (in English and Spanish?)
2) Our "Objetivo" is to "Comparar numeros usando simbolos y palabras con M y M's."....or something like that. I'll probably read it, have everyone repeat it, and hold up or point to things to facilitate understand the objective.
3) We may go ahead and show this video clip, or wait: http://www.youtube.com/watch?v=6SAeztuqf_s
4) We'll do some practice together using our alligator pictures to show using SYMBOLS. For example, 5 > 3.
5) Then, we'll replace the symbol with the words to show the symbol has meaning.
6) We'll practice writing a sentence with it.
7) Maybe we should go ahead and do a reverse problem, like 3 < 5 to emphasize reading the left number first?
8) Then, we could do some more problems together where we post numbers on the screen/board, and the students use pipe cleaners to show show symbol to use....and then we say together the comparison as a sentence.
9) Then, we could give out sentence strips with numbers and comparison words and the students could work in pairs to put the sentences in logical order....then they could copy the sentences on paper to practice writing them.
10) Lastly, as an informal assessment, the students will use M and Ms to compare numbers of different colored M and M's (between pairs/in different group formations).
11) Megan and I'd like to include some kind of rap or poem to help the students remember the info, too.
That is all I can think of for now =)